Relevant bibliographies by topics / Teachers – South Africa

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers – South Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teachers – South Africa"

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Anganoo, Lucille, and Sadhana Manik. "'My coming to South Africa made everything possible': The socio-economic and political reasons for migrant teachers being in Johannesburg." Journal of Geography Education in Africa 2, no. 1 (2019): 15–28. http://dx.doi.org/10.46622/jogea.v2i1.2480.

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Teacher migration is a phenomenon that gained international momentum more than eighteen years ago. South Africa was one of the developing countries within the Commonwealth which were greatly affected by the loss of homegrown skills in respect to teacher emigration to the United Kingdom. In the past ten years, however, South Africa has attracted teachers from neighbouring countries. Whilst there have been some studies on migrant teachers in South Africa, research on migrant teachers in primary schools is a neglected area. This paper reports on some of the findings of a qualitative teacher immig
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Armstrong, Paula. "Teacher characteristics and student performance: An analysis using hierarchical linear modelling." South African Journal of Childhood Education 5, no. 2 (2015): 23. http://dx.doi.org/10.4102/sajce.v5i2.393.

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This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for Sub Saharan countries bordering on South Africa, as well for Kenya and the strong relationship between teach
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Xingfang, Yang, Rizo Budi Prastowo, Minenhle Khumalo, and Shabnam Musayeva. "Rural Teacher Salary Impact Rural Students Drop Out in Developing Country." Journal of Educational Sciences 3, no. 2 (2019): 155. http://dx.doi.org/10.31258/jes.3.2.p.155-161.

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Student dropout in rural area is one of the education problems that being faced by many countries. In this qualitative study, we used global and national documentation to explore and describe in-depth impact of rural teacher salary on rural student dropout in selected four developing countries, namely Azerbaijan, Colombia, Indonesia and South Africa. The data was obtained from the published data of each countries. The result shows that South African rural teachers get the highest salary of USD 2,524, followed by Colombia with USD 626,58, Azerbaijan USD 175 and Indonesia USD. 182.24. The Lowest
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Wilmot, Di. "Advancing Geography Education in Southern Africa." Journal of Geography Education in Africa 1 (October 30, 2018): 1–13. http://dx.doi.org/10.46622/jogea.v1i.2534.

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The purpose of this article is twofold. Firstly, to affirm the establishment of the Southern African Geography Teachers’ Association (SAGTA) and the Journal of Geography Education for Southern Africa (JoGESA) , and secondly, to comment on how these two partner organisations can (and should) play a role in strengthening and advancing geography education in South Africa and further afield. The key challenges facing geography education in South Africa are also discussed. These include the strength of its scholarly voice, the state of school geography and teacher education. The article raises key
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Mothobi, Neo, Linda Van Ryneveld, and Marien A. Graham. "A Cross-Country Comparison of Mathematics Teachers' Beliefs About Technology in Education." International Journal of Information and Communication Technology Education 17, no. 4 (2021): 1–13. http://dx.doi.org/10.4018/ijicte.20211001.oa13.

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The purpose of this study was to determine how South African learners compared with their selected international counterparts according to their teachers’ views. The analysis was based on predictor variables that are related to the use of computer activities in teaching and learning. These variables were extracted from the 2011 Trends in Mathematics and Science Study teachers’ datasets and linked to the learners’ data. The results revealed that regardless of the socio-economic status between South Africa and each of the countries, it could be claimed that some similarities can be fostered. Sim
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van Tonder, Gideon Petrus. "A multimodal induction model for beginning teachers: a narrative approach." International Journal of Educational Management 35, no. 4 (2021): 879–96. http://dx.doi.org/10.1108/ijem-08-2020-0389.

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PurposeThe researcher emphasised with current research the need for an induction programme for beginning teachers in the South African context to overcome the challenges experienced by beginning teachers while bridging from pre-service teaching to in-service teaching and to introduce and illuminate the design of a new multimodal induction model.Design/methodology/approachThe researcher followed a narrative approach by discussing previous research regarding the insufficient pre-service training beginning teachers received and the lack of a structured induction programme in the South African con
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Chisholm, Linda, Crain Soudien, Salim Vally, and Dave Gilmour. "Teachers and Structural Adjustment in South Africa." Educational Policy 13, no. 3 (1999): 386–401. http://dx.doi.org/10.1177/0895904899013003003.

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Mboya, Mzobanzi M. "African Adolescents and Their Teachers: Sex and Rural-Urban Comparisons in Teachers' Perceived Behaviors." Psychological Reports 86, no. 3_suppl (2000): 1229–33. http://dx.doi.org/10.2466/pr0.2000.86.3c.1229.

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This study investigated rural-urban differences in teachers' perceived behaviors among African adolescent boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.
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Mboya, Mzobanzi M. "African Adolescents and Their Teachers: Sex and Rural-Urban Comparisons in Teachers’ Perceived Behaviors." Psychological Reports 86, no. 3_part_2 (2000): 1229–33. http://dx.doi.org/10.1177/003329410008600328.2.

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This study investigated rural-urban differences in teachers’ perceived behaviors among African adolescent, boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.
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Welch, T. "Reaching teachers? Curriculum challenges for distance teacher education in South Africa." Africa Education Review 5, no. 2 (2008): 324–37. http://dx.doi.org/10.1080/18146620802450017.

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Dissertations / Theses on the topic "Teachers – South Africa"

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Adhikari, Mohamed. "Teachers' League of South Africa 1913-40." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/22519.

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Besides examining the history of the Teachers' League of South Africa, a specifically coloured teachers' association, during its conservative phase from 1913 to 1940, this thesis in addition attempts to investigate the nature and development of this organization in the context of the wider social dynamic of which it was both part and product. The League is thus not only studied as a professional association but also as a specific constituent of the broader social categories of the coloured elite, the coloured people and South African society. The origins of the T.L.S.A. was rooted in the subor
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Makeleni, Sive. "Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5171.

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The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological desig
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Hendricks, Estelle. "Good practice guidelines for improving educator morale." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1247.

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The morale of educators in certain schools is very low. From the literature review I concluded that not all schools experience low morale in the same way. There are different factors impacting on the morale of educators at different schools. In this study, the causes of low educator morale, indicators of low morale, the importance of high morale and how low morale can be dealt with were addressed in order to provide guidelines to improve low morale. An empirical study was conducted and 2 schools in the Northern Areas of Port Elizabeth were used in this case study to establish to what measure t
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Badenhorst, John Henry. "The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003639.

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Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any
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Murtough, Neil. "Student teachers' conceptualisations of 'significant' animals." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003660.

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Constructivist approaches to teaching and learning are a well established component of the landscape of educational research, especially in Science education. This research took as its starting point the limited amount of social constructivist research available in the field of Environmental Education and responded to calls for further research. The research was designed within an interpretive tradition, as a critically phenomenological enquiry employing two methods; single case studies and a focus group. Data collection used progressively focused interview questions to proceed through a serie
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Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.

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This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the
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Makeleni, Sive. "Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/4780.

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The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological desi
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Jacobs, Elfean Randall. "Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.

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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The pur
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Eyber, Carola, Dorothy Dyer, and Ruth Versfeld. "Resisting racism: a teachers' guide to equality in education." TLRC, 1997. http://hdl.handle.net/10962/73690.

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While South Africa's new democracy has meant that schools are now open to all, there is still racism in our schools. The changes in schools have in some cases exacerbated racial tensions and mistrust. Teachers everywhere are struggling with the changing dynamics of their classrooms and schools. There is much talk about how to work against racism. Various programmes and schools have developed different ways of dealing with it. All have particular ideas about how best to counter it. Resisting Racism aims to discuss and understand the beliefs and assumptions underlying many of these approaches. W
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Petje, Mallele Ian. "Understanding teachers' authority in Black schools in chronic crisis." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/15890.

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Bibliography: pages 126-137.<br>Black schooling has been plunged into deep crisis following persistent political and ideological assertiveness by users' against the intransigent State. Assertive practices in the State black secondary schools climaxed with the refusal by students to sit for examinations. Accompanying these assertive practices were the disintegration of order and the alarming failure rate, all of which put teachers in the midst of accusations from both the State and some users. The State blamed teachers for disorderliness, the lack of discipline of students and for not doing the
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Books on the topic "Teachers – South Africa"

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Hugo, Elsbeth. Effective music education in South Africa. Human Sciences Research Council, 1993.

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Hauptfleisch, Sarita. Effective music education in South Africa. Human Sciences Research Council, 1993.

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Teachers for South Africa: New Zealand women at the South African War concentration camps. Hanorah Books, 2010.

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Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Teacher education and institutional change in South Africa. HSRC Press, 2008.

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Joubert, H. J. The law of education in South Africa. 2nd ed. Van Schaik Publishers, 2008.

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Collin, Phurutse Makola, and Human Sciences Research Council. Education, Science and Skills Development Research Programme, eds. Beginner teachers in South Africa: School readiness, knowledge and skills. HSRC Press, 2009.

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Mbele, Cosbie. Lady Africa in America. Vivlia Publishers & Booksellers, 1996.

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Mncwabe, M. P. Teacher neutrality and education in crisis: The black teacher's dilemma in South Africa. Skotaville Educational Division, 1989.

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South African Institute for Distance Education. Teacher education offered at a distance in South Africa. Juta & Co. in association with South African Institute for Distance Education, 1996.

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Dulcie Howes, pioneer of ballet in South Africa. Human & Rousseau, 1996.

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Book chapters on the topic "Teachers – South Africa"

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Booyse, Johan, and Cassie Swanepoel. "Teacher Involvement in South Africa." In Do Teachers Wish to be Agents of Change? SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-959-3_12.

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Carstens, Adelia, and Linda-Anne Alston. "11. Literacy Self-Narratives as Constructions of Pre-Service Teachers’ Multiliterate and Multilingual Identities." In Multilingual Universities in South Africa, edited by Liesel Hibbert and Christa van der Walt. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091669-013.

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Koopman, Oscar. "What Can Science Teachers Learn from the Wine Expert?" In Science Education and Curriculum in South Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40766-1_6.

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Koopman, Oscar. "Do Teachers also See What Chemists See When They Teach Chemistry?" In Science Education and Curriculum in South Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40766-1_5.

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Zinn, Sandy E. "The Information Literacy Self-efficacy of Disadvantaged Teachers in South Africa." In Communications in Computer and Information Science. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_27.

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Murris, Karin. "School Ethics with Student Teachers in South Africa: An Innovative Educational Intervention." In The Palgrave International Handbook of Alternative Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-41291-1_13.

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Makalela, Leketi. "Teaching African Languages the Ubuntu Way: The Effects of Translanguaging Among Pre-Service Teachers in South Africa." In The Multilingual Edge of Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54856-6_12.

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Louw, Julia S. "Sexuality Education for Learners with Disabilities: Views and Perspectives from Teachers and Child Care Providers in South Africa." In Diverse Voices of Disabled Sexualities in the Global South. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78852-4_17.

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Yoshida, Miku. "Science and Nature: Science Teachers’ Views at the International Collaborative Project Between Japan and South Africa." In Science Education Research and Practice from Japan. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2746-0_4.

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Sapire, Ingrid, and Anthony A. Essien. "Multiple Monolingualism Versus Multilingualism? Early Grade Mathematics Teachers’ and Students’ Language Use in Multilingual Classes in South Africa." In Multilingual Education Yearbook 2021. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72009-4_5.

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Conference papers on the topic "Teachers – South Africa"

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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Afric
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Jita, Thuthukile, and Loyiso C. Jita. "A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.81.

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Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science tea
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or
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MWAPWELE, Samwel, Mario MARAIS, Sifiso DLAMINI, and Judy VAN BILJON. "ICT Support Environment in Developing Countries: The Multiple Cases of School Teachers in Rural South Africa." In 2019 IST-Africa Week Conference (IST-Africa). IEEE, 2019. http://dx.doi.org/10.23919/istafrica.2019.8764859.

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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.

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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in
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Smit, J. J. A. "Research and the training of physical science teachers in South Africa." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53138.

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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption o
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Botturi, Luca, Izak Van Zyl, and Iolanda Pensa. "WIKIPEDIA AT PRIMARY SCHOOL: TEACHERS' USE AND PERCEPTIONS. THE CASE OF SOUTH AFRICA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0382.

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Molete, Ruth Phillipine. "AN ICT INTEGRATION SELF-DIRECTED LEARNING PROCESS FOR TEACHERS IN GAUTENG, SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0925.

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Govender, Desmond Wesley, and Manoj Maharaj. "Challenges with respect to the e-readiness of secondary school teachers in Kwazulu-Natal, South Africa." In the 12th annual SIGCSE conference. ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268841.

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Reports on the topic "Teachers – South Africa"

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Sayed, Yusuf, Elizabeth Tofaris, and Kelly Shephard. The Role of Teachers in Peace-Building in Rwanda and South Africa. REAL Centre, University of Cambridge and The Impact Initiative, 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii320.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study: South Africa. Mastercard Foundation, 2019. http://dx.doi.org/10.15868/socialsector.36823.

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